task : planning a daily schedule.
教学重点：Grasp the patterns “When do you …?” and “I …
at…”
教学难点：Try to use the patterns to express daily
activity schedule.
课前准备：CIA, pictures, cards, exercise material
板书设计：
When do you get up?
When do you …?
I … at ….
教学步骤：
I. Warming-up (CIA)
Say some chants. (1) Tick, tock. Wendy is sleeping beside her
clock.
(2) Time for breakfast.
Drink some tea.
II. Revision
1. A riddle
I have a friend. He has a round face. On his
face, There are three hands. He says “tick, tock, tick, tock ”all
day and night. In the morning, he often says “Wake up” “Wake up ”to
me. Who is my friend?
2. Review the patterns: “What time is it?” and “It’s time to
…”(CIA)
①T: Look at the clock. What time is it? (S: It’s
6:30)
Look at the picture. What
do you do at 6: 30. (S: It’s time to get up.)
②Enable the students to ask questions according to the
pictures.
S1: What time is it?
S2: It’s 7:05.
It’s time to go to school.
S3: What time is it?
S4: It’s 4:35.
It’s time to go home.
III. Presentation
1.
T: (1) Do you get up at
6:30?
The students can answer “Yes, I get up at
6:30.”
If not the teacher asks: When do you get up?
The student try to answer “I get up at…”
(2) When do you have breakfast?
The student try to use “I have breakfast at …”
Do you have breakfast at …?
The students try to answer “Yes, I have
breakfast at …” or “No, I have breakfast at…”
(3) When do you go to school?
When do you …?
(板书)
Try to answer with the
pattern “I go to school at…”
I … at… (板书)
2.
Learn to say “When do
you …?” “I …at …?”(Pictures and cards)
Look at the black board, read the sentences after the
teacher.
3.
Substitute
Look
at the pictures and cards, try to say:
When do you
have lunch?
I
have lunch at
11:30.?
When do you
watch TV?
I
watch TV at
6:15.?
IV. Drill
1. (1) T—Ss The
teacher asks and the students try to answer with the
patterns.
When do you go home? Do you go home at …?
When do you have dinner? Do you have dinner
at …?
(2) Ss—T
(CIA)
T: Look at the photo. Who is she?
Yes, it’s
me. I get up early
in the morning. After washing my face and brushing
my teeth,
I have breakfast. Then, I go to work. (Present the phrases get up,
have breakfast and go to work on the screen.)
T: When do I get up? Do you know?
Present: ?
get up
?
have
breakfast
?
go to
work
( Enable the students to ask “When do you get up?”)
S1: When do you get up?
T: I get up at 6:20.
Present: 6:20
get up
S2: When do you have breakfast?
T: I have breakfast at 6:50.
Present: 6:50
have
breakfast
S3: When do you go to work?
T: I go to work at 7:10
Present: 7:10
go to work
(3) Ss—Ss
T: How about your partners? When does he/she get
up, go to
school or have dinner?
Please ask him or her about
it. Use the sentences “When do you …?”
“I …at
….”
Feedback:
S1: Hello, Jimmy. When do
you get up?
S2: I get up at 6:20. What about
you?
S1: I get up at 6:40.
2.
Talk about the class
schedule.( Material)
①T: I want to know when do you do morning exercises?
Try to answer “I do morning exercises at 7:55.”
②T: When do you have Chinese today?
Let’s talk about our
class schedule.
e.g. When do you have Chinese class on Fridays?
When do you have computer class on Tuesdays?
When do you do sports on Wednesdays?
Try to answer “ I have Chinese class at 9:05.”
③Choose one
day and tell us the time schedule.
e.g. One Monday, I have Math at 10:10. I have P.E. at
10:50. I do sports at 2:20.
3.
Listen to a dialogue and
complete the schedule.(CIA)
①Listen
Mike:
Morning,
Lily!
Lily:
Morning, Mike! It’s a fine day today.
Mike:
Yes. When do you get up in the morning?
Lily:
I get up at 6:20.
Mike:
When do you go to school ?
Lily:
At 7:10. Today is Monday. We have Chinese
class at 8:15. We have math class at 9 o’clock.
②Listen again and present the time list on the screen.
Lily’s Monday
?
get up
7:10
?
8:15
?
?
math
③Complete the schedule.
4.
Learn to read the
dialogue.
V. Practice and demonstration (Finishing a task )
1.Talk about your days. Plan your daily schedule according to the
class
schedule. (Choose one day and try to make a schedule then talk
about it.)
|
Mon
|
Tue
|
Wed
|
Thu
|
Fri
|
8:10
|
Chinese
|
Math
|
English
|
Chinese
|
Math
|
9:05
|
English
|
Chinese
|
Math
|
English
|
Chinese
|
10:00
|
Math
|
Computer
|
Chinese
|
Math
|
English
|
10:50
|
P.E.
|
Science
|
P.E.
|
Music
|
Art
|
11:40
|
Lunch
|
1:30
|
music
|
English
|
Art
|
Science
|
Computer
|
2:20
|
sports
|
sports
|
sports
|
sports
|
sports
|
3:10
|
School is over/ Go
home
|
My
___________
_____________
get
up
_____________
go to school
8:10
___________
9:05
___________
_____________
___________
3:10
go
home
_____________
dinner
_____________
go to bed
2. Plan your summer holiday schedule.
①What do you do anything else in daily life? Preset the phrases
：listen to music, watch TV, read books, play computer games and go
swimming ，etc.
②Summer holiday is coming soon. What will you do in your
holiday?
Present some useful phrases. (CIA)
do Chinese/math/English exercises
listen to music
do sports
read a book
play computer games
go swimming
watch TV
go shopping
have a snack
have a nap
play
get up
go to bed
have
breakfast/lunch/dinner
③Try to plan a summer holiday schedule.
My Summer Holiday Schedule
Time
Things
_____________
_______________
_____________ _______________
_____________ _______________
_____________ _______________
_____________ _______________
_____________ _______________
_____________ _______________
_____________ _______________
④Share your holiday schedule with others.
三、教学反思
在第四册第二单元中学生已掌握了句型What time is it? It’s …. 和It’s time
to/for….同时学生也掌握了一些学科名称如Chinese, math及简单的活动名称如do
sports等。基于学生有这样的语言知识储备，因此编写了本课对话。要求学生掌握句型When do you
get up?
I
get up at
6:30. 在教学设计上从学生已掌握的知识入手，先复习句型It’s …，It’s
time
to/for….在新句型的呈现时能顺势引导，从学生的日常生活入手，说说你是什么时候起床、什么时候上学的。在句型的操练设计时能够提供有梯度的练习，体现由扶到放的过程，并过渡引导到用新句型表述一天的课程安排。在任务型的活动设计中要求学生结合实际生活说说自己一天的安排，如My
Monday, My
Friday。在此基础上再让学生设计一张暑假作息时间表。由于受话题和句型的限制，在课文内容的拓展上显得比较单一。但学生对设计暑假的生活作息表十分感兴趣，积极性也很高，并且能够展示出自己的作息表与大家交流，取得了较满意的效果。
